OUR Chicago correspondent last month called attention to the crusade against so called fads in education which seemed to have taken possession of the western metropolis. It was apparently led by one of the great daily papers, and then taken up by some members of the school board. The extreme application of the term ought at once to have caused a reaction. The Tribune names off the fads and calls for their immediate removal. They are drawing, sewing, mud-moulding, singing, paper cutting, German, and the high schools. The list is instructive. One scans it to find out if possible what a fad in education is, but with no very certain result. It seemes to mean to the writer "things I do not believe in," unless we make it mean all the modern elements of public school training. The fact appears to be that as used by the Tribune "fad" is what Bentham calls "a question begging epithet." Of course it is something bad, and therefore anything that is bad is a fad-down with the fads! After all it is difficult to treat such a tirade seriously, even though it did get a strong effect upon the Chicago school board. THE STATE SUPERINTENDENT'S REPORT. To those interested in the educational work of the state the biennial report of the state superintendent always offers a suggestive resume of its progress and conditions. The present volume seems to us of much more than usual interest. The activity of the department in three special lines of effort attracts attention at once. These are in promoting the growth of township libraries and the observance of Arbor day and of Columbus day. In reference to the first the plans introduced by the present administration have had most salutary effects. The selection of a few books for all districts and the limitation of the official list from which selections are to be made, together with the careful instructions and extensive correspondence of the office, have done much to secure the choice of wise and really helpful books for the school libraries, such books as pupils and teachers will use and profit from. The report shows an annual increase in the number of towns purchasing under the law and in the amount expended, and, what is of more importance, that a large proportion of the towns which have tried the libraries have continued to purchase books for them. Returns show that certain counties in the southern portion of the state have been least favorable to the law, and it appears that in these are found some remnants of old libraries purchased before the war, from which the most popular books have long since disappeared, leaving the rest as a type of school libraries from which the school officers naturally react. Time will correct these false impressions. The arbor day reports indicate a large measure of public interest which promises excellent results; while the Columbus day report is one of the best indications possible of the power of the superintendent's office, when well directed, to organize and carry out an educational movement which really deserves to be pronounced a movement of the whole state. In the rest of the report perhaps the most distinguishing feature may be said to be its fearlessness. On such subjects as the institutes, the Normal schools, the University and the school fund the superintendent has not hesitated to speak freely, and one may recognize the value of this even though not agreeing fully with all the opinions. The suggestion that interest in the institutes has declined and that the state aid ought to be asked for, not proffered, commands attention. The demand for discontinuance of the preparatory classes at the Normal schools, and for such arrangements as will give more graduates meets our approval; but we have less assurance that there is excessive devotion to professional work in the schools. It may be that wiser work can be devised, but we hardly think that less of it would be satisfactory. Neither can we accept the statements that "the requirements for admission to the Normal schools are not greatly inferior to those required for entrance to the state University," or that their "course of study, exclusive of the strictly professional work, does not equal that of many of the high schools." Of the University, there is a valuable study showing that the increase of attendance in the last five years corresponds to a movement common to all the better Universities of this country, and the comparative tables of salaries are instructive and useful. Perhaps the most striking portion of the report is that which treats of the common school fund. The story of the reckless waste of school lands has been often told, but the plundering of the fund which is now going on has not before been so effectively shown. A provision of the constitution requires that all fines collected in the several counties for breach of the penal laws shall be turned into the common school fund. Such glaring contrasts in the amounts turned in from 1887 to 1892, as the following leave no room for doubt as to misappropriation: Dane county turns in $6,510, and Milwaukee $1,947; Rock $5, 886, and Dodge $691; Douglass $3,353, and Kewaunee $71. Such an exhibit calls aloud for some remedial action. Another fact regarding the educa tional funds is clearly set forth: According to the report, there should be a total of common school, University, Normal school and agricultural funds of $5,652,461.49; but the actual amount of productive funds is $3,401,461.49. The remainder is in the form of certificates of indebtedness of the state, the interest on which has to be paid by taxation, making an addition to the tax levy each year of $157,570. There are other interesting and important statements regarding these funds, but these are sufficient to show the nature of the facts revealed by the report. Certainly it is a service to the people to set forth thus fully the actual state of these important funds. S. HELP FOR RURAL TEACHERS. The suggestion of Superintendent Patzer that training schools for teachers in rural districts are needed now in Wisconsin, deserves more than passing notice. It is certain that, as at present organized, our Normal schools. do not meet the want. As he indicates, these teachers need help in third grade branches, and so much of methods as may be gained from the Manual and oral instructions. Now it is possible that a year's training or less might be made to yield such help and uplift along this line as would in a short time change the character of Our rural schools. The training ought to be thoroughly practical, aimed at making those who take it fit to manage and instruct intelligently an ordinary district school. It should be free from excessive professionalism, free from the "methods" of grade teachers which are inapplicable under conditions prevailing in rural neighborhoods, free from all over refinement in the common branches. It seems to us that the remarkable development of county summer schools indicates a large and wholesome demand for help of this of these schools. It would probably result in bringing many of them into the existing courses of the schools, and making well equipped teachers of them. But it would imply some radical changes in these institutions, and the prevalent rigidity of administration in them would be dangerous to the spirit of the new move. The third way would be by state summer schools. These might be created in a few centers at first as experiments. The work is closely enough akin to the institutes to take the place of these in some counties. Local teachers' associations under county superintendents might do most of the service now done by the institutes, or the latter agency might be handed over to the county superintendents in accordance with the original intent of the law. Thus the fund now used for them would be available for the kind of work we have in mind, which is certainly thoroughly in keeping with the spirit of the provision for special institute conductors. It is altogether manifest that the rural teachers are eager for help of this sort, and are only half-hearted in that of the institutes. If a course of eight weeks' instruction each summer were outlined so that in two years it could be completed by competent persons we should have an agency adapted to existing needs and capable of doing immense service to our rural schools. Perhaps both the last two plans might be tried. The need is manifest; the effort to meet it by closer adaptations would be in every way wholesome to our whole educational system. S. THE COUNTY SUPERINTENDENCY. IN New York the course of events indicates difficulties like those which have hindered the improvement of rural schools in Wisconsin. With a view to elevating the county examinations, Superintendent Draper took into his own hands the making of the questions to be used at them by the county commissioners, who correspond to county superintendents in this state. His successor has gone a step further. In a recent circular he says: "Commissioners are also advised that in all future examinations for certificates of the first grade all answer papers submitted will be forwarded to the state superintendent for examination, marking and filing." It is evident that the county commissioners in New York are not elected because of their competency, but for political reasons, and these two officials have found no better way of helping the schools than by taking powers away from a body of men who are not capable of using them wisely. To complete this sort of remedy it is only necessary to extend the last order to certificates of all grades. When that is done the commissionership will be taken out of educational work and left to the politicians, until the people tire of paying salaries merely as political rewards. We have commenced to move in the same direction in Wisconsin. The law requires each county superintendent to conduct at least one institute each year in his county. To improve the character of institutes and connect them with the normal schools, the plan was inaugurated several years ago of special institute conductors, to be furnished on request of the county superintendent by the state institute committee. These conductors are nominally to assist the superintendent, but the assistance has been so effective as to reduce the superintendent to purely clerical work. not the leader and instructor of the teachers, such as the law proposed; the formal duties. falling to him can be discharged by any man of fair business ability, without special educational qualifications. The logic of the situation is irresistible. Why should the people elect and pay first-class men to do third-class work? He is Some few years ago we entered upon the second stage of this line of progress. The county examinations were felt to be unsatisfactory. In a great many counties the questions were light, or formal, or catches-not such as intelligent educators considered well adapted to secure real intelligence and capacity in those authorized to teach. The great disparity in the tests proposed in different counties was an additional objection to existing methods. Uniform examination questions were accordingly proposed and accepted, and thus another responsibility was taken from the county superintendents. The result is, of course, unsatisfactory. Unless the answer papers are critically and uniformly marked we get little advantage from the uniform questions. One remedy is still further to diminish the power of the superintendents by taking from them the ranking of the papers, as New York has commenced to do. Will the result be satisfactory? We cannot think it will. The superintendency will sink lower and lower under such a policy, and supervision, therefore, will become worthless. The real reform needed is to strengthen the superintendency. The supervision of schools, the licensing of teachers and the conducting of institutes belong together. In the hands of one man they constitute a coherent, well co-ordinated and effective means for improving the condition of the schools. What is needed is that they be placed in the hands of a thoroughly competent person, who is sufficiently shielded from undue political influences to enable him to use them properly. Thus the real problem is, how shall we secure such superintendents? The measure before the legislature abolishing the county superintendency and creating district supervisors, appointed by a state board, is at least intelligently directed to meet the real problem. It is not our purpose to discuss its provisions, but only to show that the devices hitherto tried in dealing with the problem all tend in the wrong direction, and can only lead to disappointment. Our great need is intelligent and fairly independent supervision, while the palliatives resorted to have only carried us further and further from this result. THE MONTH. WISCONSIN NEWS AND NOTES. S. -Green Bay is to have a new high school building by next fall. -Hartford is to erect a new high school building to cost $12,000. -The summer school at the university will hold no session this year. -The River Falls Normal School is full to overflowing for the first time in its history. At present its enrollment is second only to that of Oshkosh among the Wisconsin Normals. -Changes of principals have occurred recently in the High Schools at Montfort, where Mr. Preston has assumed charge, and at Fennimore, where Mr. Hawley takes the position. -The enrollment in the normal departments of the different normal schools of the state is as follows: Oshkosh, 295; River Falls, 234; Platteville, 209; Whitewater, 158; Milwaukee, 110. -The new high school building at Eau Claire which was occupied on the first of January, is one of the most complete and attractive in the state. It cost with furnishing about forty thousand dollars. -The prize offer in our advertising columns made by Houghton, Mifflin & Co. is of sufficient value to attract attention and will, we trust, enlist many competitors among the subscribers of the JOURNAL. -The Arbor Day circular issued from the state superintendent's office this year is of especial excellence. It is in better shape than that of last year; has a handsomer cover with a really artistic engraving made for it on one side, and a song with music on the other; contains an unusual amount of original matter which is instructive and very attractive; and in its selections for recitations and its programs shows much editorial skill and care. Teachers who receive it should realize that it will be of value for study, language work, rhetoricals and other uses after arbor day has passed, and should therefore carefully preserve it. -Superintendent Florin, of Dunn county, issues a series of questions to be used by common school teachers as graduation tests for their pupils. He urges the holding of public exercises at the time of granting diplomas, as means of increasing public interest in the schools and of stimulating pupils to complete the full course of study. -The teachers' institute at Oconto was noteworthy because of the attendance of two Catholic priests at part of the exercises, and the enrollment of representatives from two parochial schools. While this is not new in Wisconsin, it is by no means as common as is desirable, and we trust that a new era of better understanding between the leaders and workers in parochial education and the leaders and workers in the public schools is at hand. -Miss Emeline Curtis died Feb. 3d in Georgia where she had gone for her health. She was a teacher all her life. She taught several years in the Platteville Normal school, and was for some time principal of the Necedah high school. She was one of a family of sisters, all teachers, all of whom are now dead except Mrs. A. E. Goetting, of Mauston. Many of our readers will remember her with. respect and affection, as her former pupils or as associated with her in professional work. in -The programme of the Northwestern Teachers' Association, which met at Superior, March 30th to April 1st, was almost exclusively devoted to methodics, as the following titles of papers show: Practical Arithmetic grades below the high school, by J. A. Jeffrey, Shell Lake; Illustrative teaching in primary grades, from a kindergartener's standpoint, Sarah L. Severance, Superior; Teachers' part in forming the moral sentiment in the community, John Foster, Knapp; Wastes in teaching, Jas. Goldsworthy, Prescott; Vocal music in the common school, J. W. Nesbit, Durand; The high school principal as supervisor of the grades below, J. H. Derse, Black River Falls; Physics in the high school, R. H. Mueller, Chetek; Geography teaching in grammar grades, Teresa Monahan, Ashland; What can the schools do to cultivate patriotism, B. F. Altman, Medford; Technical grammar, H. W. Rood, Washburn; Examinations and promotions, C. M. Boutelle, Chippewa Falls; History teaching in common schools, W. H. Hickok, Shawano; What the young teacher ought to know about the laws of mind-growth, Alice H. Shultes, River Falls; Necessity and means of awakening originality, Gertrude B. Hood, Ripon; Teaching chemistry, E. P. Frost, Hudson. -At the Southeastern Teachers' Association, which met at Janesville, March 30th to April 1st, the program was comparatively short and noteworthy for topics relating to general policy. It is as follows: Chalk talk, by Frank Beard; Moral liberty in home and school, by A. Corstret, Stoughton; Literature below the high school, by Arthur Burch, Milwaukee; Slovenliness in the school-room, by L. D. Harvey; Some district school problems and their solution, David Throne; Address, Supt. O. E. Wells; The opportunities of the reading class, W. C. Hewitt, Oshkosh; Arithmetic-how little will answer the purpose? T. B. Pray, Whitewater. work. -The Ozaukee County Agricultural Society has made an educational exhibit a permanent feature of its fairs, and offers a series of premiums, varying from fifty cents to two dollars and a half, to be awarded for excellence of This department is under the direction of the County Superintendent, H. E. There are also declamatory conFehlandt. tests for pupils under twelve years of age and for pupils between twelve and seventeen years of age, with three prizes for each class, and two spelling contests with three prizes for each. The plan seems to us important enough in the impulse it will give to school work, to warrant the publication of the general premium list. It is as follows: PREMIUMS. ...2.00 1.00 2.00 1.00 .2.00 1.00 Map of Ozaukee Co. by pupil under 12 years..$2.00 $1.00 Map of Ozaukee Co. by pupil over 12 years. Map of Wisconsin by pupil under 12 years. Map of Wisconsin by pupil over 12 years. Map of the United States, showing its territorial growth, and accompanied by a short sketch, of said growth by any pupil..... Map of Germany, showing ten largest cities by any pupil.. Letter to the Superintendent of this department, of not less than 25 nor more than 50 words, by a pupil under 10 years. Letter to Superintendent of this department, of not less than 50 nor more than 75 words, by a pupil under 14 years.. Specimen of writing, with pen or pencil, on slate or paper, by pupil under 8 years. Specimen of writing by any pupil, copying the following selection: ..3.00 1.50 2.00 1.00 1.00 50 1.00 50 . 1.00 50 Over the hill the farm-boy goes, Copy book of a pupil under 10 years.. 'Botanical specimens, by any pupil. 2.00 1.00 2.50 1.50 2.00 1.00 2.00 1.00 Exhibit of kindergarten work, by any school... 2.00 1.00 -Supt. Severin, of Calumet county, has for two years given much attention at the institutes to natural science and drawing, and has made arrangements to continue work in these lines this spring. We are gratified to note from his circular that the effect of this instruction is already considerable in the district schools of the county. Are not other counties ready for specialization of this sort in institute work? Many county superintendents are doing much to encourage teachers to secure second and first grade certificates, by allowing holders of lower grade certificates to take examination during life of the certificates on the additional branches only required for the higher grade, provided their rankings on the certificates which they hold do not fall below seventy. Reports from many quarters indicate that the plan is working well, and we may anticipate as a result of it that school officers. will begin to inquire into the grade of certificates held by candidates and give preference to those with better qualifications. -Elsewhere we publish an interesting communication from Superintendent Moore, of Kewaunee county, regarding the management of school libraries which have been so successful in that county. One of his circulars to teachers and school clerks is before us. In it he gives a list of sixteen books for primary form, twenty-one for middle form, and eighteen for upper form work, with directions that pupils be held responsible for knowing the substance of matter in these volumes, and that their knowledge be properly tested in the examinations for passing the forms. This is a great extension of common school work, one that takes it out of the ruts and makes it a real introduction to the world of things and books. -The Columbian History of Education in Wisconsin, prepared and published under the direction of the state committee on educational exhibit for Wisconsin, and edited by J. W. Stearns, will be ready about the end of March. It will make a handsome volume of about seven hundred pages, and will be furnished to purchasers at the very low price of one dollar, to which must be added the cost of postage or express. Orders should be sent to W. E. Anderson, New Insurance Building, Milwaukee. The work is a most valuable souvenir of the great educational exhibit, and many teachers of the state will be anxious to possess it. From no other source can so complete and satisfactory an account of the growth and present state of education in Wisconsin be obtained. Elsewhere we publish the table of contents, which will give to our readers a bird's eye view of the volume as a conspectus of education in the state. Only a limited number of copies will be printed, and those who wish to secure a copy should send in orders early, before the supply of those which can be sold is exhausted. -The following paragraph from our State Superintendent's report makes a suggestion deserving of the most careful consideration. We commend it to the attention of our readers: "Inspection of the institutes has left an impression that they are not so eagerly sought as they were in former years. There has seemed to be a reluctant attendance upon them and a passive acquiescence in their work. It is not quite clear that the method of the authorities in their conduct is right, nor that the motives leading to their patronage are most forceful. There is divided authority and responsibility for the institutes which may tend to lessen their efficiency. The county superintendents are required by law to conduct teachers' institutes annually. The board of regents of normal schools is also directed to conduct institutes to the extent of a limited appropriation, according to the needs of the counties. These two agencies have hitherto united their efforts. There is an impression which seems to have much justification in fact that the state agency has too largely superseded the county agent and weakened his effort." -The True Republican, of Hudson, criticises the institute work pretty severely. We are glad to see one local paper which gives critical attention to this agency, and, without adopting its opinions, we give place to portions of its last article on this subject: "The True Republican has several times. called attention to the wrong tenor of teachers' institutes, conducted, as they are, by men appointed by the regents of the several normal schools of the state. It has charged that the |